ACP Advance College Project An Indiana University collaboration with high school students and their teachers

ACP What is concurrent enrollment/dual credit? An option for college credit sponsored by a university or college through which students can earn credits for high school and college by taking courses that are At the high school During the regular school day Taught by qualified high school teachers

ACP ACP Classes are College Courses Listed in the official Indiana University course catalog Use the same syllabi, methods, content and textbooks

ACP Minimum General Student Admission Standards for ACP Classes Generally, ACP students should Rank in upper half of high school class Have a GPA of 2.5 or higher on a 4-point scale Have combined SAT score ≥ 1000 (500 & 500) or ACT composite ≥ 21 or PSAT ≥ 100 (50 & 50) Be on track toward earning a Core 40 or Core 40 with Academic Honors Diploma

ACP Collaboration Model ACP is a dual credit program where students take classes taught by their high school teachers for high school and college credit concurrently, at their high school, during the regular school day. School TeachersUniversity Students

ACP National/International Evaluation NACEP (National Alliance of Concurrent Enrollment Partnerships) is a national organization of American colleges and universities that Oversees the quality of instruction in these partnerships, Establishes standards that all participating institutions will follow to guarantee quality programs and rigorous academic standards for all stakeholders, and Sponsors legislation that furthers the mission of concurrent enrollment.

ACP ACP and AP ACP offers transcripted college credit 16,835 credit hours were earned by 3314 students enrolled in ACP AP does not offer college credit – it offers students the opportunity to earn an exam score high enough to be awarded credit by a college or university

ACP AP Exams Scores in Indiana 50% of the public school juniors and seniors in Indiana who took an AP exam earned a score of 3, 4, or 5 College Board (2008 Indiana Data) 21% of public juniors and seniors took an AP exam, which means only 11% of public juniors and seniors earned a score of 3, 4, or 5 College Board (2008 Indiana Data)

ACP College Credit Earned in H105 & H106/AP US History Curricula are well aligned

ACP College Credit Earned in M211/AP Calculus AB Curricula are well aligned

ACP College Credit Earned in W131/AP Lang & Comp Curricula are not well aligned

ACP Indiana’s High School to College Completion

ACP Graduation Rates for 2001 Cohort of Full-time Beginning Students Data Source: Todd Schmitz, Executive Director, University Reporting and Research

ACP Expanded Graduation Rates for 2001 Cohort of Full-time Beginning Resident Students

ACP First semester GPAs IUB Data Source: Retention Reports, IU Information Environment; Resident students

ACP Retention to 3rd semester IU NOTE: Retention to 2 nd semester for 2008 data Data Source: Retention Reports, IU Information Environment; Resident students

ACP First Semester GPAs and Test Scores Fall 2008 IU Data Source: Retention Reports, IU Information Environment

ACP College Departmental Supervision Review applications and select instructors Provide training for new instructors Review instructor syllabus yearly Approve curricular materials Conduct site visits –interact with students –examine student work and classroom materials

ACP ACP Quality Controls Professional development workshops Program evaluation through surveys –Annual teacher surveys –Senior 1 yr. out survey –Graduate 5 yr. out survey Data comparison –ACP students at IU –ACP students at other colleges and universities

ACP Looking back, how would you rate your overall experience with ACP? Survey question asked of ACP students who graduated high school May, n = 335

ACP Would you recommend ACP to current high school students? Survey question asked of ACP students who graduated high school May, n = 336

ACP What ACP students say one year after high school graduation “I have recommended ACP to every senior I know. I can’t imagine not having these ACP credits.” “Take advantage while you can. It is the best thing you can do to receive early credit and get a feel for college, and ACP improves your work and study habits.”

ACP What ACP students say five years after high school graduation “I earned college credit while still in high school: the same classes, the same homework, the same tests as everyone else, with an extra fee and an extra final the end - it's a no-brainer!” “Mrs. X, my ACP comp. teacher at Y High School, was an excellent instructor. She really helped me understand how to break down a text and build a solid argument. I utilized the lessons from ACP all throughout college and grad school.”

ACP What students say about ACP “I took W131 and it really helped me develop my writing skills. The papers I wrote in college got comments from my professors. The recognized my writing as more sophisticated than other students.” Jayme Jones, IU 2001

ACP What ACP teachers say “I always enjoy the interplay of ideas. It is nice to know that people have common concerns. We are all trying to help students succeed. This is a very well run program.”

ACP Advance College Project An Indiana University collaboration with high school students and their teachers

ACP Benefits of ACP Program To Parents Improved student opportunity for success Familiarity with university registration Financial Advantages –Tuition waived for students eligible for Free or Reduced lunch –Reduced tuition cost, relative to on-campus tuition –No additional fees, i.e., no activity, science infrastructure, technology, student health, or transportation fees

ACP Benefits of ACP Program To Students Improved study skills Ability to analyze complex materials Impact on other class work Seamless transition to college Jump start on credit hours Familiarity with university registration

ACP Benefits of ACP Program To Teachers Professional development at no cost –CRUs –Adjunct faculty status –Annual review seminar –Tuition scholarships available for up to 3 liaison-approved courses (veteran & prospective teachers) Collaboration with university faculty Interaction with colleagues Potentially reduces “Senioritis”